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© Pearson Education Limited 2015 9-1
Chapter9Foundationsof Individual Behavior
© Pearson Education Limited 2015 9-2
9.6Discuss
contemporary
issues in OB.
Contemporary Issues
© Pearson Education Limited 2015 9-3
Managerial Challenges
© Pearson Education Limited 2015 9-4
Negative Behavior in the Workplace
© Pearson Education Limited 2015 9-5
Survey of U.S. Employees:
10% witnessed rudeness daily
20% were targets of incivility at least once/week
• Research seems to indicate that both preventive and responsive actions to negative behaviors are needed. Preventing negative behaviors by carefully screening potential employees for certain personality traits and responding immediately and decisively to unacceptable negative behaviors goes a long way toward managing negative workplace behaviors.
• However, it’s also important to pay attention to employee attitudes because dissatisfied employees will express their dissatisfaction.
9-6© Pearson Education Limited 2015
© Pearson Education Limited 2015 10-7
Chapter10Understanding Groups and Managing Work Teams
Learning Outcomes
• Define group and describe the stages of group development.
• Describe the major concepts of group behavior.
• Discuss how groups are turned into effective teams.
• Discuss contemporary issues in managing teams.
© Pearson Education Limited 2015 10-8
© Pearson Education Limited 2015 10-9
10.1Define group and
describe the stages
of group
development.
What is a Group?
© Pearson Education Limited 2015 10-10
© Pearson Education Limited 2015 10-11
10.2Describe the major
concepts of group
behavior.
Stages of Group Development
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Group Effectiveness
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Does a group become more effective as it progresses through the first four stages?
Group Behavior (★)
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The basic foundation for understanding group behavior includes:
• Roles
• Norms(standards or expectations) and conformity(adjusting one’s
behavior to align with a group’s norms)
• Status systems(hierarchies)
• Group size, and
• Group cohesiveness(the degree to which members are attracted to one
another and share the group’s goals)
Norms
© Pearson Education Limited 2015 10-15
Conformity
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Status Systems
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Status
A prestige grading, position, or rank within a group.
Group Size and Group Behavior
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© Pearson Education Limited 2015 10-19
Group Cohesiveness
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10.3Discuss how
groups are turned
into effective teams.
© Pearson Education Limited 2015 10-21
Groups Versus Teams
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Types of Work Teams
1. Problem solving teams
2. Self-managed work teams
3. Cross-functional teams
4. Virtual teams
© Pearson Education Limited 2015 10-23
Virtual Teams
A type of work team that uses technology to link physically dispersed members in order to achieve a common goal.
© Pearson Education Limited 2015 10-24
Effective Teams (★)
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Team Composition
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Team Member Roles
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Work Design
Key work design elements:
1. Autonomy
2. Using a variety of skills
3. Completing a whole and identifiable task
4. Impact of task/project on others
© Pearson Education Limited 2015 10-28
Team Processes
Variables related to effectiveness:
1. Common plan/purpose
2. Specific goals
3. Team efficacy
4. Task conflict
5. Minimal social loafing
© Pearson Education Limited 2015 10-29
Shaping Team Behavior
• Member selection is key
• Teamwork training
Rewards
External rewards:
• Promotions
• Pay raises
• Other forms of recognition
Inherent rewards:
•Camaraderie
•Personal development
•Helping teammates
© Pearson Education Limited 2015 10-30
© Pearson Education Limited 2015 10-31
10.4Discuss
contemporary
issues in managing
teams.
© Pearson Education Limited 2015 10-32
Contemporary Issues
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Global Teams: Team Structure
• Conformity
• Status
• Social loafing
• Cohesiveness
© Pearson Education Limited 2015 10-34
Global Teams: Team Processes
• Communication issues
• Managing conflict
• Virtual teams
© Pearson Education Limited 2015 10-35
When Teams are Not the Answer
Three tests:
1. Can the work be done better by more than one person?
2. Does the work create a common purpose that’s more than the sum of individual goals?
3. Is there interdependence between tasks?
10-36© Pearson Education Limited 2015
© Pearson Education Limited 2015 11-37
Chapter11Motivating and Rewarding Employees
Learning Outcomes
• Define and explain motivation.
• Compare and contrast early theories of motivation.
• Compare and contrast contemporary theories of motivation.
• Discuss current issues in motivating employees.
© Pearson Education Limited 2015 11-38
© Pearson Education Limited 2015 11-39
11.1Define and explain
motivation.
What is Motivation? : the process by which a
person’s efforts are energized, directed, and sustained toward attaining a goal
• Three Key elements:
1. Energy : a measure of intensity or drive
2. Direction : toward, and consistent with, organizational
goals.
3. Persistence : keep putting forth effort to achieve
those goals.
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© Pearson Education Limited 2015 11-41
11.2Compare and
contrast early
theories of
motivation.
Maslow’s Hierarchy of Needs
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Security & protection
from harm
food, drink, shelter, sex, sleep,
and other physical requirements
affection, belongingness, acceptance, and friendship
internal esteem factors such as
self-respect, autonomy, and
achievement, and external esteem
factors such as status, recognition,
and attention
McGregor’s Theory X and Theory Y
Theory X:
•Little ambition
•Dislike work
•Avoid responsibility
•Must be closely controlled
Theory Y:
•Enjoy work
•Seek and accept responsibility
•Exercise self-direction
© Pearson Education Limited 2015 11-43
Unfortunately, no evidence confirms that either set of assumptions is
valid or that being a Theory Y manager is the only way to motivate
employees
Herzberg’s Two-Factor Theory
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Satisfaction vs. Dissatisfaction
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He stated that removing dissatisfying characteristics from a job would
not necessarily make that job more satisfying (or motivating)
McClelland’s Three-Needs Theoryemployees can be trained to stimulate their achievement need by being in situations where they have personal responsibility, feedback, and moderate risks.
© Pearson Education Limited 2015 11-46
Three acquired needs are work motives:
1. Need for achievement(nAch) - the drive to
succeed and excel in relation to a set of standards
2. Need for power(nPow) - the need to make others
behave in a way that they would not behave otherwise
3. Need for affiliation(nAff) - the desire for friendly
and close interpersonal relationships.
The other two needs in this theory haven’t been researched as extensively.
© Pearson Education Limited 2015 11-47
11.3 Compare and
contrast
contemporary
theories of
motivation : goal-setting theory, job design theory, equity theory, and expectancy theory.
Goal-Setting Theory
© Pearson Education Limited 2015 11-48
Self-efficacy refers to an individual’s
belief that he or she is capable of
performing a task
people do better if they get
feedback on how well
they’re progressing toward
their goals
Influences on Job Performance
© Pearson Education Limited 2015 11-49
• Feedback
• Goal commitment
• Adequate self-efficacy
• National culture
Job Characteristics Model(JCM)
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This model can help managers design jobs that motivate
Feel
Important,
valuable,
worthwhile
Job Design and Motivation
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Internal rewards are obtained when an employee learns that he or she personally has performed well on a task he or she cares about.
Guidelines for Job Redesign(omit)
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Equity Theory
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Distributive justice is the perceived fairness of the amount and
allocation of rewards among individuals. Procedural justice is the
perceived fairness of the process used to determine the distribution of
rewards.
Expectancy Theory : an individual tends to act in a certain
way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.
© Pearson Education Limited 2015 11-54
Integrating Motivation Theories
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goal-setting theory
Expectancy theory
need theories
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